The Impact of Ethnoscience Instruction on Cognitive Achievement in Science

Prior cultural knowledge has been identified as a factor responsible for underachievement in science in traditional communities where differences exist between learners' everyday life and the world of science. Therefore, the purpose of this study was to investigate the main effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' cognitive achievement in science. It employed pretest-posttest, non-equivalent control group quasi-experimental design. Engaged in the study were 352 Junior Secondary School 1 students (aged 9-12 years) from two schools, each in urban and rural areas of bdn, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Basic Science Cognitive Achievement Test (r=0.83). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using ANCOVA. Significant main effect of treatment was recorded on cognitive achievement in science [F(1,339)=431.95; p<0.05] with Ethnoscience instruction group performing better than the control group. Effect size of treatment was strong ( =0.63). Ethnoscience instruction is effective in promoting learners' cognitive achievement in science and is recommended as an instructional method for learners especially in traditional communities.